PE SAC

Fundamental Movement Skills (FMS)

Basic movement patterns that form the foundation of all sport skills.

Usually developed in childhood and are required before learning sport-specific skills.

Running, jumping, throwing

Sport-Specific Skills

Advanced skills used in particular sports.

Built from fundamental movement skills and refined through practice.

Tennis serve, soccer kick, basketball shot

Stability Skills

Involve balance and body control.

Balancing, twisting, landing

Locomotor Skills

Allow the body to move through space.

Running, hopping, skipping

Manipulative Skills

Involve controlling objects using hands or feet.

Throwing, kicking, striking

Foundation of sport

Sport-specific skills develop from FMS

Participation

Poor FMS development can reduce sport participation later in life

Physical literacy

Improves confidence and willingness to play sport

Open Skills

Skills performed in changing environments.

Unpredictable

Low control

Football pass, hockey tackle

Closed Skills

Skills performed in stable environments.

Predictable

High control

Golf swing, gymnastics routine

Gross Motor Skills

Large movements involving large muscles.

Large muscles

Low precision

Running, jumping

Fine Motor Skills

Small precise movements.

Small muscles

High precision

Archery, darts

Discrete

Skills with clear beginning and end.

Short duration

Tennis serve

Serial

Several discrete skills linked together.

Sequence of movements

Gymnastics routine

Continuous

Skills repeated continuously without clear start/end.

Rhythmical movement

Running, swimming

Motor skill competence

Increases confidence and enjoyment

Improves technique and efficiency

Poor skill development

Reduces willingness to participate

Limits performance potential

Early skill development

Encourages long-term sport involvement

Builds advanced skill pathways

Parental support

Parents encourage and fund participation

Paying club fees

Peer encouragement

Friends motivating participation

Playing sport with friends

Access to facilities

Availability of venues and equipment

Local sports clubs

Role models

Athletes inspiring participation

Professional athletes

Government funding

Financial support for sport

Community sport programs

High cost

Expensive equipment or club fees

Ice hockey gear

Travel distance

Long travel to training or competitions

Rural athletes

Low physical literacy

Lack of skill confidence

Fear of embarrassment

Time constraints

Work, school or family commitments

Busy schedules

Cognitive Stage

Beginner learning what to do

Many errors (stiff unrelaxed)

Demonstrations, simple instructions

Associative Stage

Refining technique

Fewer errors (detect the cause of some errors.)

Practice with feedback

Autonomous Stage

Skill becomes automatic

Very few errors (detect and correct errors.)

Game-like training and tactics

Coach centred

Coach directs learning

Structured drills

Repetition of technique

Limited decision making

Athlete follows instructions

Individual constraints

Athlete characteristics

Height, strength

Environmental constraints

Surroundings

Weather, noise

Task constraints

Rules or equipment

Court size, player numbers

Low confidence

Fear, doubt

Poor performance

Optimal confidence

Positive mindset

Best performance

Overconfidence

Lack of focus

Performance decline

Positive self-talk

Encouraging thoughts

Mental imagery

Visualising successful performance

Preparation

Training to build belief

Low arousal

Bored, tired

Poor performance

Optimal arousal

Focused and alert

Best performance

High arousal

Anxiety and tension

Poor coordination

Deep breathing

Energising imagery

Relaxation

Music

Meditation

Positive self-talk

Part Practice

Skill broken into components

Beginners

Learning tennis serve stages

Whole Practice

Skill practised fully

Simple skills

Swimming stroke

Distributed Practice

Short sessions with rest

Less fatigue, better learning

Massed Practice

Long sessions with little rest

Efficient for experienced athletes

Blocked Practice

Repeating same skill

Beginners

Random Practice

Skills performed in varied order

Advanced learners

Intrinsic Feedback

Internal sensory feedback

Feeling balance

Augmented Feedback

External feedback

Coach advice

Knowledge of Results (KR)

Outcome of performance

“You scored the goal.”

Knowledge of Performance (KP)

Technique information

“Keep your elbow higher.”

Force

Push or pull that changes motion

F = m × a

Torque

Force causing rotation

Torque = Force × lever arm

Momentum

Amount of motion an object has.

p = mass x velocity

Impulse

Change in momentum

Impulse = Force × Time

Speed

time taken to cover a distance.

Speed = distance ÷ time

Velocity

Time taken to change position.

Velocity = displacement ÷ time

Acceleration

Change in velocity over time

Acceleration = change in velocity/ change in time

First Law (Inertia)

Object stays at rest or constant motion unless acted upon by force

Ball stays still until kicked

Second Law (Acceleration)

Force causes acceleration

Harder kick → faster ball

Third Law (Action–Reaction)

Every action has equal and opposite reaction

Swimmer pushes water backward

Angle of Release

Optimal angle maximises distance

Height of Release

Higher release increases distance

Speed of Release

Greater speed increases distance

Axis

Joint

Force

Muscle contraction

Resistance

Weight or object

Most common lever in body

Majority of human joints

Increases speed and range

Allows fast limb movement

Mechanical disadvantage

Requires more force

Static equilibrium

Body at rest

Dynamic equilibrium

Body moving at constant velocity

Base of support

Larger base increases stability

Centre of gravity

Lower centre increases stability

Line of gravity

Must stay inside base of support

Preparation

Identify skill and purpose

Observation

Watch movement carefully

Evaluation

Compare to ideal technique

Error Correction

Provide feedback and improvement strategies